Title:	WEB 2.0 TECHNOLOGIES IN EDUCATION
Author(s):	Christina L. L. H. Chan She Ping, Tomayess Issa
ISBN:	978-972-8939-32-8
Editors:	Heling Huai, Piet Kommers and Pedro Isaías
Year:	2010
Edition:	Single
Keywords:	Web 2.0, E-Learning, awareness and knowledge, usability
Type:	Full Paper
First Page:	20
Last Page:	26
Language:	English
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Full Contents:	click to dowload
Paper Abstract:	This paper will discuss how Web 2.0 technologies were used in one of the foundation units for the Bachelor Degree of Commerce at Curtin Business School. This research targets undergraduate students, lecturers, and tutors of the Business Information Systems (BIS) 100 at the School of Information Systems in Curtin University. The research sample size is 122 students for surveys, and ten students and seven instructors for interviews. Only 88 students responded to the post-survey. Most universities have already planned, or are currently planning, to change from instructor-delivered teaching to student-facilitated learning with the help of Web 2.0. The main purpose of this paper is to investigate the impacts of Web 2.0 technologies on teaching and learning performance at Curtin University, Australia. This research will provide additional information about why Web 2.0 should be adopted in education and will provide several strategies to formulate the adoption of Web 2.0 successfully. The Critical Realism paradigm, which consists of both positivism and interpretive, were applied in the study to explore and understand the relationship between the use of Web 2.0 and the teaching and learning performance. Qualitative and quantitative approaches were used to collect data from surveys and interviews. The results from the post-survey were compared with pre-survey results, to determine any changes in the levels of both awareness and knowledge since the pre-survey. Significant findings show that the levels of awareness and knowledge of students using Web 2.0 were low at the beginning of the semester, with a slight increase in the levels of awareness and knowledge as the students were exposed to several Web 2.0 tools. In addition, it was noticed that males have more knowledge of Web 2.0 technologies than do females, and are more interested in technology than are females. It was also found that the percentage of students using Web 2.0 to organise group meetings, to communicate with other classmates, and to communicate with their tutors has increased by 6.62%, 7.7%, and 1.82% respectively. Further research should be carried out to tackle any disadvantages and challenges of adopting web 2.0 in teaching and learning in Australia and globally.
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